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Impacts of Prolonged English Learner Status on Students in a Large Maryland County
Sun, April 24, 2:30 to 4:00pm PDT (2:30 to 4:00pm PDT), Manchester Grand Hyatt, Floor: 2nd Level, Harbor Tower, Harbor Ballroom HAbstract
Long-term English learners (LTELs) are students who have been classified as English Learners for more than six years. The purpose of this mixed-methods study was to determine the impacts of prolonged English learner status on students in a large Maryland county. Quantitative analyses of English language assessment scores and student secondary coursework revealed differences in achievement and opportunities for students labeled as EL. Qualitative analyses based on student interviews with LTELs confirmed that EL status has both positive and negative effects on students’ students’ linguistic and academic performance, coursework, and overall perceptions of school.